Dr Debra Talbot

BSc (Sydney), MEd -Research Methodology (Sydney), PhD (Sydney), Lecturer & Co-director Professional Experience
DR

A35 - Education Building
The University of Sydney

Telephone 93516287

Biographical details

Dr Debra Talbot is a Lecturer in Education and Co-director of Professional Experience. She has more than 20 years experience as a classroom teacher, head of department in government and independent sectors, and professional learning consultant. Debra's research interests are in teacher education, curriculum, pedagogy, and social justice. She continues to work with teachers in schools in these areas.

Research interests

Teacher education and teacher research, mentoring, action research, student engagement, social change, institutional ethnography, Bakhtin

Teaching and supervision

Coordinator, Professional Experience EDSE3073; EDSE4043; EDSE5008 Internship

Coordinator, EDUF3028: Mentoring in Educational Contexts; EDMT6500: Schools and their communities; EDMT6017/EDSE40475 Physics; EDMT5007: Science extension

Current projects

2016-2020 Teacher education in partnership: takes an institutional ethnography approach to inquire into the simple and complex formations for teacher education arising out of universities and schools entering into 'partnerships'. It seeks to understand how support for professional learning in combination with support for professional experience placements has impacted on developing the effectiveness of teachers to improve learning outcomes for their teacher colleagues and their students.

2017 - 2018 Evaluating the learning from overseas professional experience aims to evaluate the nature and quality of learning experienced by University of Sydney initial teacher education students while on an overseas professional experience placement in Indonesia.

Associations

ACDE, Network of Academic Directors of Professional Experience, NSW representative

Australian Association for Research in Education, member

International Sociology Association, member

Selected publications & creative works

Download citations: PDF RTF Endnote

Books

  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: English. Melbourne: Palgrave Macmillan.
  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Mathematics. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Science. Melbourne: Palgrave Macmillan.

Journals

  • Talbot, D. (2016). 'To be numerate is to be someone..': Tracing the doings of students labelled 'at risk'. Australian Educational Researcher, 43(4), 419-436. [More Information]
  • Talbot, D. (2016). Evidence for no-one: Standards, accreditation, and transformed teaching work. Teaching and Teacher Education, 58, 80-89. [More Information]
  • Talbot, D., Hayes, D. (2016). Teachers' experiences of re-engaging disenfranchised young people in learning through inquiry-based pedagogies: A phenomenographic study. International Journal of Child, Youth and Family Studies, 7(2), 257-274. [More Information]
  • Talbot, D. (2015). Teachers talk about their learning: A Bakhtinian analysis. Knowledge Cultures, 3(4), 171-187.

Research Reports

  • Hayes, D., Down, B., Talbot, D., Choules, K. (2013). Big Picture Education Australia: Experiences of students, parents/carers & Teachers, (pp. 4 - 59). Sydney, Australia: The University of Sydney.

2016

  • Talbot, D. (2016). 'To be numerate is to be someone..': Tracing the doings of students labelled 'at risk'. Australian Educational Researcher, 43(4), 419-436. [More Information]
  • Talbot, D. (2016). Evidence for no-one: Standards, accreditation, and transformed teaching work. Teaching and Teacher Education, 58, 80-89. [More Information]
  • Talbot, D., Hayes, D. (2016). Teachers' experiences of re-engaging disenfranchised young people in learning through inquiry-based pedagogies: A phenomenographic study. International Journal of Child, Youth and Family Studies, 7(2), 257-274. [More Information]

2015

  • Talbot, D. (2015). Teachers talk about their learning: A Bakhtinian analysis. Knowledge Cultures, 3(4), 171-187.

2013

  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: English. Melbourne: Palgrave Macmillan.
  • Mockler, N., Talbot, D. (2013). Australian Curriculum, Classroom Approaches: History. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Mathematics. Melbourne: Palgrave Macmillan.
  • Talbot, D., Mockler, N. (2013). Australian Curriculum, Classroom Approaches: Science. Melbourne: Palgrave Macmillan.
  • Hayes, D., Down, B., Talbot, D., Choules, K. (2013). Big Picture Education Australia: Experiences of students, parents/carers & Teachers, (pp. 4 - 59). Sydney, Australia: The University of Sydney.

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